Costal cartilage fractures in blunt polytrauma patients - a prospective clinical and radiological follow-up study

Purpose To assess the healing of costal cartilage fractures (CCFX) in patients with blunt polytrauma with follow-up imaging and clinical examination. Effect on physical performance and quality of life (QoL) was also evaluated. Methods The study group comprised twenty-one patients with diagnosed CCFX in trauma CT. All the patients underwent MRI, ultrasound, ultra-low-dose CT examinations, and clinical status control. The patients completed QoL questionnaires. Two radiologists evaluated the images regarding fracture union, dislocation, calcifications, and persistent edema at fracture site. An attending trauma surgeon clinically examined the patients, with emphasis on focal tenderness and ribcage mobility. Trauma registry data were accessed to evaluate injury severity and outcome. Results The patients were imaged at an average of 34.1 months (median 36, range 15.8-57.7) after the initial trauma. In 15 patients (71.4%), CCFX were considered stable on imaging. Cartilage calcifications were seen on healed fracture sites in all the patients. The fracture dislocation had increased in 5 patients (23.8%), and 1 patient (4.8%) showed signs of a non-stable union. Four patients (19.0%) reported persistent symptoms from CCFX. Conclusion Non-union in CCFX is uncommon but may lead to decreased stability and discomfort. Both clinical and radiological examinations play an important part in the post-traumatic evaluation of CCFX. CT and MRI visualize the healing process, while dynamic ultrasound may reveal instability. No significant difference in QoL was detected between patients with radiologically healed and non-healed CCFX. Post-traumatic disability was mostly due to other non-thoracic injuries.Peer reviewe

Augmenting Denver criteria yields increased BCVI detection, with screening showing markedly increased risk for subsequent ischemic stroke

Purpose BCVI may lead to ischemic stroke, disability, and death, while being often initially clinically silent. Screening criteria for BCVI based on clinical findings and trauma mechanism have improved detection, with Denver criteria being most common. Up to 30% of patients do not meet BCVI screening criteria. The aim of this study was to analyze the effect of augmented Denver criteria on detection, and to determine the relative risk for ischemic stroke. Methods Denver screening criteria were augmented by any high-energy trauma of the cervical spine, thorax, abdomen, or pelvis. All acute blunt trauma WBCT including CT angiography (CTA) over a period of 38 months were reviewed retrospectively by two Fellowship-trained radiologists, as well as any cerebral imaging after the initial trauma. Results 1544 WBCT studies included 374 CTA (m/f = 271/103; mean age 41.5 years). Most common mechanisms of injury were MVA (51.5%) and fall from a height (22.3%). We found 72 BCVI in 56 patients (15.0%), with 13 (23.2%) multiple lesions. The ICA was affected in 49 (68.1%) and the vertebral artery in 23 (31.9%) of cases. The most common injury level was C2, with Biffl grades I and II most common in ICA, and II and IV in VA. Interobserver agreement was substantial (Kappa = 0.674). Of 215 patients imaged, 16.1% with BCVI and 1.9% of the remaining cases had cerebral ischemic stroke (p <.0001; OR = 9.77; 95% CI 3.3-28.7). Eleven percent of patients with BCVI would not have met standard screening criteria. Conclusions The increase in detection rate for BCVI justifies more liberal screening protocols.Peer reviewe

A Picture of the Research Field of Doctoral Education from the Students’ Perspectives : Studies Using Questionnaires and Scales

Peer reviewe

Researching Teachers’ Agentic Orientations to Educational Change in Finnish Schools

Peer reviewe

Fostering EfS Connections for Community Wellbeing: Working Meaningfully with What We’ve Got

This book fills an important gap in the literature, and presents contributions from scientists and researchers working in the field of sustainable development who have engaged in dynamic approaches to implementing sustainability in higher education. It is widely known that universities are key players in terms of the implementation and further development of sustainability, with some having the potential of acting as “living labs” in this rapidly growing field. Yet there are virtually no publications that explore the living labs concept as it relates to sustainability, and in an integrated manner. The aims of this book, which is an outcome of the “4th World Symposium on Sustainable Development at Universities” (WSSD-U-2018), held in Malaysia in 2018, are as follows: i. to document the experiences of universities from all around the world in curriculum innovation, research, activities and practical projects as they relate to sustainable development at the university level;ii. to disseminate information, ideas and experiences acquired in the execution of projects, including successful initiatives and good practice;iii. to introduce and discuss methodological approaches and projects that seek to integrate the topic of sustainable development in the curricula of universities; andiv. to promote the scalability of existing and future models from universities as living labs for sustainable development.The papers are innovative, cross-cutting and many reflect practice-based experiences, some of which may be replicable elsewhere. Also, this book, prepared by the Inter-University Sustainable Development Research Programme (IUSDRP) and the World Sustainable Development Research and Transfer Centre (WSD-RTC), reinforces the role played by universities as living labs for sustainable development

Diversity in collaborative research communities: a multicultural, multidisciplinary thesis writing group in public health

Writing groups for doctoral students are generally agreed to provide valuable learning spaces for Ph.D. candidates. Here an academic developer and the eight members of a writing group formed in a Discipline of Public Health provide an account of their experiences of collaborating in a multicultural, multidisciplinary thesis writing group. We consider the benefits of belonging to such a group for Ph.D. students who are operating in a research climate in which disciplinary boundaries are blurring and where an increasing number of doctoral projects are interdisciplinary in nature; in which both academic staff and students come from enormously diverse cultural and language backgrounds; and in which teamwork, networking and collaboration are prized but not always proactively facilitated. We argue that doctoral writing groups comprising students from diverse cultural and disciplinary backgrounds can be of significant value for postgraduates who wish to collaborate on their own academic development to improve their research writing and communication skills; at the same time, such collaborative work effectively builds an inclusive, dynamic research community.Cally Guerin, Vicki Xafis, Diana V. Doda, Marianne H. Gillam, Allison J. Larg, Helene Luckner, Nasreen Jahan, Aris Widayati and Chuangzhou X

The doctoral studies paradox: Indigenous cultural paradigms versus Western-based research practices

This is an exploratory conceptual paper regarding the ontological and epistemological premises that are present in the enrollment of Indigenous peoples in doctoral programs at higher education institutions (HEIs). The paradoxical nature of navigating through distinct points-of-view about two distinct cultural perspectives, that of the doctorate representing a culminating recognition of a professional culture based on Western tradition and the norms and values of Indigenous cultures. There are personal risks involved in undergoing an education predicated on conflicting messages paradoxes represent from prior personal and collective experience and from institutional dicta and expectations. This paper looks at how an individual brings these elements together in a transformative manner that accepts or rejects governmental preference for enhanced participation by Indigenous peoples in doctoral education programs

PhD experience (and progress) is more than work:life-work relations and reducing exhaustion (and cynicism)

Prior studies have reported high levels of PhD stress resulting in exhaustion and cynicism related to negative institutional factors. Yet, we know little of the possible influence of personal lives on exhaustion/cynicism. This mixed-methods study examines the interrelation. We drew on exhaustion, cynicism, life-work relation scales and free-write responses about managing life and work of 123 Swiss PhD students. Respondents typically reported positive life-work relations, with this experience particularly buffering exhaustion, which can lead to cynicism and possibly burnout. The analysis of free-write responses supported this view. Respondents reported they largely balanced/managed to balance life and work, with family most frequently referenced in this regard. Finally, we combined the scaled and free-write responses. Individuals, even if reporting exhaustion and negative aspects in their life-work relations, consistently reported being able to combine their career and life goals. This alignment may serve as a mechanism for buffering other life-work and institutional challenges

Are learning skills associated with academic emotions elicited by master’s thesis work?

Abstract Academic emotions in the context of master’s thesis work is a highly understudied issue. This study examined the association between self-regulated learning skills and academic emotions elicited by master’s thesis work. Altogether, 84 behavioural sciences students conducting their master’s theses completed a survey comprised of a modified version of Pintrich’s Motivated Strategies for Learning Questionnaire (MLSQ) and academic emotions derived from Pekrun’s (2006) Achievement Emotions Questionnaire complemented by enthusiasm. Linear and logistic regressions were employed in the data analyses. Higher skills in combining prior and new knowledge, application of theories, self-assessment and the combination of all learning skills were associated with higher positive academic emotions. Higher skills in self-assessment were associated with lower negative academic emotions. Higher combined learning skills were associated with higher pride and enthusiasm and lower shame elicited by master’s thesis work. Supporting students to develop their self-regulated learning skills might reflect positively on their academic emotions and vice versa